The Reflective Practitioner
The idea in this context is to train our minds to think deeply and critically. In other words, to turn surface learning to deep learning through an analysis of a past experience or event. Learning through reflection by way of critical thinking is a daunting process, even for myself – which is why a manual to help as a guide is helpful. We do this by using a reflective learning theory such as the Gibbs Model.
The Gibbs Model is founded by Professor Graham Gibbs in 1988 and is a reflective cycle analysis that he refered to as “structured debriefing”, to support learning by doing, or “experiential learning”. Although it was designed as a continuous cycle of improvement for a repeated experience, it can also be used to reflect on a standalone experience; or from situations that people experience regularly. I find this particularly helpful when it comes to using a past experience to inform the planning of an itinerary before a trip. Being reflective is also what has kept me going especially in challenging situations when unraveling deep questions crucial for making the right decisions.
One of the key things that Gibbs highlighted is the acknowledgement of the importance of ‘feelings’ in reflection. He also separates out ‘evaluation’ - what went well as well as what didn’t, and this is particularly useful as it allows you to learn and plan from this evaluation, i.e. sense-making (of a repeated experience); mentioned earlier.
Gibbs also emphasized that it is not sufficient simply to have an experience in order to learn. Without reflecting upon this experience it may quickly be forgotten or its learning potential lost. It is from the feelings and thoughts emerging from this reflection that generalisations or concepts can be generated. And it is generalisations which enable new situations to be tackled effectively. In addition, Gibbs argued that it is not enough just to do, and neither is it enough just to think. Nor is it enough simply to do and think. Learning from experience must involve links between the doing and the thinking.
Adapted from Futures Skills Award, the below 6 step model should help to identify your strengths, areas for development and actions you can take to enhance your professional skills. Steps 1 - 3 relate to what happened during the experience and steps 4 - 6 focus on how you could improve on the experience and outcome in the future.
To demonstrate what each of the 6 steps could look like, here is a simplified example:
The idea in this context is to train our minds to think deeply and critically. In other words, to turn surface learning to deep learning through an analysis of a past experience or event. Learning through reflection by way of critical thinking is a daunting process, even for myself – which is why a manual to help as a guide is helpful. We do this by using a reflective learning theory such as the Gibbs Model.
The Gibbs Model is founded by Professor Graham Gibbs in 1988 and is a reflective cycle analysis that he refered to as “structured debriefing”, to support learning by doing, or “experiential learning”. Although it was designed as a continuous cycle of improvement for a repeated experience, it can also be used to reflect on a standalone experience; or from situations that people experience regularly. I find this particularly helpful when it comes to using a past experience to inform the planning of an itinerary before a trip. Being reflective is also what has kept me going especially in challenging situations when unraveling deep questions crucial for making the right decisions.
One of the key things that Gibbs highlighted is the acknowledgement of the importance of ‘feelings’ in reflection. He also separates out ‘evaluation’ - what went well as well as what didn’t, and this is particularly useful as it allows you to learn and plan from this evaluation, i.e. sense-making (of a repeated experience); mentioned earlier.
Gibbs also emphasized that it is not sufficient simply to have an experience in order to learn. Without reflecting upon this experience it may quickly be forgotten or its learning potential lost. It is from the feelings and thoughts emerging from this reflection that generalisations or concepts can be generated. And it is generalisations which enable new situations to be tackled effectively. In addition, Gibbs argued that it is not enough just to do, and neither is it enough just to think. Nor is it enough simply to do and think. Learning from experience must involve links between the doing and the thinking.
Adapted from Futures Skills Award, the below 6 step model should help to identify your strengths, areas for development and actions you can take to enhance your professional skills. Steps 1 - 3 relate to what happened during the experience and steps 4 - 6 focus on how you could improve on the experience and outcome in the future.
To demonstrate what each of the 6 steps could look like, here is a simplified example:
Step 1 – Description
This should be a brief description of the experience or event to set the scene and give context, such as:
My group of friends had started to cook for each other and it was my turn to cook and host an evening.
Step 2 – Feelings
Consider what you were thinking and how you felt before the experience. How did you feel during the experience? How did you feel after the experience? This is another short descriptive step, rather than being analytical:
In the run up to the event, I felt quite nervous as I had not cooked for so many people before and was not confident I could produce elaborate meals like some of my friends. However, when my friends arrived on the night I was excited and felt more positive. My friends paid me lots of compliments during the night which helped me to relax and enjoy the evening although I did worry afterwards that my meal was not as good as other people’s.
Step 3 – Evaluation
Evaluation looks objectively at both positive and negative aspects of the experience.
- Describe key elements that went particularly well.
- Was there anything that did not go well or did not work?
If appropriate, you can include what others did or did not do well.
Example: On the plus side, there was a really happy atmosphere and everyone seemed to be having fun. On the negative side, the chicken was undercooked so I had to add on an extra 20 minutes’ cooking time. The vegetables were over-cooked and we ran out of wine!
Step 4 – Analysis
- Analysis attempts to explain why the experience was positive or negative and should form the largest section of your reflection. Take into account points made in the previous steps and identify any factors which helped you e.g. previous experiences, carrying out research or consulting with others. Consider your role in the experience and how you contributed to the success of this experience?
- If things did not go to plan, why do you think this was e.g. lack of preparation or external factors beyond your control?
- It can be useful to consider other people who were involved in the experience. Did they have similar views or reactions to you? If not, why do you think that was the case?
Example: On reflection, I realised that I should have checked cooking times and used a timer to help me plan better. On balance though, the evening was fun and although some focus was on my food, that was not the sole purpose of our evening. Speaking to some of my friends after the event, their positive feedback helped me realise that my outgoing personality allowed my friends to feel at ease and enjoy the evening.
Step 5 – Conclusion
- Focus on what you have learned.
- Are there any skills you developed as a result of the experience? If so, how would you apply them in future experiences or situations?
- Are there areas of knowledge or particular skills you now need to develop?
- Is there anything you would do differently in the future? Try to give specific examples.
Overall conclusion: I grew in confidence as a result of this experience and realised that it is ok to make mistakes.
Step 6 – Action Plan
What specific actions can you now take to build on your knowledge or skills?
You could include any training that would benefit you (formal or otherwise), as well as identifying sources of information or support (people or resources).
Action plan: The next time I host an evening, I could have a practice run before the night so I am using a tried and tested approach. I could also seek advice from someone who is more used to doing this than me. This will help me feel better organised and confident in the run up to the event.
Note: Through reflection we make our thinking visible – the benefits support the development and demonstration of a wide range of personal, professional and academic capabilities. This takes on a whole new meaning to embody important roles in the documentation, observation and review of our learning that is transformational, empowering, enlightening and emancipating - in this light, the concept of critical reflection is central to many theories of higher-level learning and although one that can be quite challenging to understand; has the potential for great rewards because it is what you will get most out of, and could very well be one; if not the greatest tool you can have at your disposal for lifelong learning. As Elon Musk puts it, “I think it’s very important to have a feedback loop, where you’re constantly thinking about what you’ve done and how you could be doing it better.” For myself personally, the ongoing search and continuous need for meaning has been about overcoming some key challenges in 2022, and it was through self-determination from deep reflection that contributed to the purpose of my personal growth, particularly in new experiences – and that has been a key motivator in my pursuit of a meaningful life.
